Konserttiohjelma 1901-10-17 - Ohjelma

Helsinki 1901

Sinfonia no. 3 Es op. 55 "Eroica" : Symfoni no. 3 Ess op. 55 "Eroica"

Soitinnus: orkesteri.

"Eväitä omaan elämään" : läheiskurssilaisten toiveita päihdeongelmaisten läheisille tarkoitetuista palveluista

Opinnäytetyömme liittyy Kalliolan setlementin Perhe elämään -projektiin, jonka tarkoituksena on yhdistää eri työmuotoja päihdeperheiden tukemiseksi. Yhdistämällä eri työmuotoja pystytään entistä paremmin huomioimaan päihdeperheen jäsenten avun ja tuen tarpeita. Työmme on taustatutkimus projektille. Työn tavoitteena oli selvittää Nurmijärven klinikan läheiskurssin osallistujien kokemuksia päihdeongelmaisten läheisille tarkoitetuista palveluista sekä millaisia palveluita läheiset kokevat tarvitsevansa tulevaisuudessa. Opinnäytetyössä käytettiin laadullisia tutkimusmenetelmiä. Aineisto hankittiin syksyn 2006 aikana haastattelemalla seitsemää Nurmijärven klinikan läheiskurssin asiakasta. Aineiston tuottamisen menetelmänä käytettiin teemahaastattelua, joka toteutettiin yksilöhaastatteluin. Aineiston analysoinnin suoritimme teemoittelemalla. Tuloksista selvisi, ettei päihdeongelmaisten läheisten palveluista ole riittävästi tietoa tai käytettyjä sosiaali- ja terveysalan palveluita ei tiedostettu myös päihteiden aiheuttamiin ongelmiin tarkoitetuksi. Tiedon puuttuessa sopiviin palveluihin hakeutuminen sekä hoitoon liittyvien omien tarpeiden erittely osoittautui vaikeaksi. Tärkeiksi tekijöiksi palveluissa nimettiin ammattihenkilöstön pysyvyys sekä erilaiset terapiat. Vertaistukiryhmät koettiin tärkeiksi arjen voimavaroiksi, joissa pystyy puhumaan tuntemuksistaan sekä pääsee tapaamaan vertaisiaan. Vertaistuen lisäksi läheiskurssi tarjoaa ammatillista tukea, joka koettiin voimaannuttavaksi. Tulosten perusteella voidaan päätellä, että palveluiden kohdentamista ja niistä tiedottamista lisäämällä voidaan vähentää asiakkaiden epävarmuutta palveluihin hakeutumisessa. Hyödyntämällä ammattihenkilöstön monipuolista osaamista voidaan motivoida perheet sopivien palveluiden piiriin. Tarkoituksenmukainen palvelu vaatii toteutuakseen yksilöllisten ja perheiden yhteisten tarpeiden huomioimista. Läheisten täytyy kokea tulleensa kohdatuksi, joka mahdollistuu ammattihenkilön dialogisessa osaamisessa ja vertaisten yhteisyydentunteessa.

[Richard Wagnerin elämäkerta]

Käsikirjoitus

Epidemiological studies of childhood and adolescence headache

The main purpose of this study was to examine the changes in the prevalence, incidence, and characteristics of headache in childhood and adolescence. In addition, the predictors of the change in the occurrence of childhood headache and the association between adolescent headache and behavior were studied. The occurrence and characteristics of headache were investigated as part of a prospective follow-up study, where 6-year-old children and their families (n=1132) were followed to the age of 12-years (n=1126). The study design entailed both a cohort and case-control group. The incidence of headache and the association between headache and behavior were studied in another cohort, consisting of 11-year-old twins (n=5393), who were followed to the age of 17 (n=4159). The prevalence rates of headache increased during the follow-up, especially in boys whose mothers suffered from frequent headache. The incidence rates of frequent headache changed the most in girls between ages of 11 and 14. Early-onset migraine and tension-type headache were equal predictors of migraine at age 12. The age-related changes observed in pain localization, concurrent symptoms and triggers were considerable. Headache frequency was significantly associated with externalizing and internalizing problem behaviors and adaptive behaviors as rated by parents, but only with externalizing problem behaviors as rated by teachers. Headache both in children and adolescents is characterized by its changing nature. Its prevention and treatment should take familial, environmental and psychosocial aspects into account.

The role of endothelial enzymes NOS, VAP-1 and CD73 in acute lung injury

Acute lung injury (ALI) is a syndrome of acute hypoxemic respiratory failure with bilateral pulmonary infiltrates that is not caused by left atrial hypertension. Since there is no effective treatment available, this frequent clinical syndrome significantly contributes to mortality of both medical and surgical patients. Great majority of the patients with the syndrome suffers from indirect ALI caused by systemic inflammatory response syndrome (SIRS). Sepsis, trauma, major surgery and severe burns, which represent the most common triggers of SIRS, often induce an overwhelming inflammatory reaction leading to dysfunction of several vital organs. Studies of indirect ALI due to SIRS revealed that respiratory dysfunction results from increased permeability of endothelium. Disruption of endothelial barrier allows extravasation of protein-rich liquid and neutrophils to pulmonary parenchyma. Both under normal conditions and in inflammation, endothelial barrier function is regulated by numerous mechanisms. Endothelial enzymes represent one of the critical control points of vascular permeability and leukocyte trafficking. Some endothelial enzymes prevent disruption of endothelial barrier by production of anti-inflammatory substances. For instance, nitric oxide synthase (NOS) down-regulates leukocyte extravasation in inflammation by generation of nitric oxide. CD73 decreases vascular leakage and neutrophil emigration to inflamed tissues by generation of adenosine. On the other hand, vascular adhesion protein-1 (VAP-1) mediates leukocyte trafficking to the sites of inflammation both by generation of pro-inflammatory substances and by physically acting as an adhesion molecule. The aims of this study were to define the role of endothelial enzymes NOS, CD73 and VAP-1 in acute lung injury. Our data suggest that increasing substrate availability for NOS reduces both lung edema and neutrophil infiltration and this effect is not enhanced by concomitant administration of antioxidants. CD73 protects from vascular leakage in ALI and its up-regulation by interferon-β represents a novel therapeutic strategy for treatment of this syndrome. Enzymatic activity of VAP-1 mediates neutrophil infiltration in ALI and its inhibition represents an attractive approach to treat ALI.

The effects of ICT on school: teachers’ and students’ perspectives

The purpose of this study was to investigate the effects of information and communication technology (ICT) on school from teachers’ and students’ perspectives. The focus was on three main subject matters: on ICT use and competence, on teacher and school community, and on learning environment and teaching practices. The study is closely connected to the national educational policy which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. The phenomena were investigated using a mixed methods approach. The qualitative data from three cases studies and the quantitative data from three statistical studies were combined. In this study, mixed methods were used to investigate the complex phenomena from various stakeholders’ points of view, and to support validation by combining different perspectives in order to give a fuller and more complete picture of the phenomena. The data were used in a complementary manner. The results indicate that the technical resources for using ICT both at school and at homes are very good. In general, students are capable and motivated users of new technology; these skills and attitudes are mainly based on home resources and leisuretime use. Students have the skills to use new kinds of applications and new forms of technology, and their ICT skills are wide, although not necessarily adequate; the working habits might be ineffective and even wrong. Some students have a special kind of ICT-related adaptive expertise which develops in a beneficial interaction between school guidance and challenges, and individual interest and activity. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful pedagogical use for technology. The intensive case study indicated that for the majority of teachers the intensive ICT projects offer a possibility for learning new skills and competences intertwined in the work, often also supported by external experts and a collaborative teacher community; a possibility that “ordinary” teachers usually do not have. Further, teachers’ good ICT competence help them to adopt new pedagogical practices and integrate ICT in a meaningful way. The genders differ in their use of and skills in ICT: males show better skills especially in purely technical issues also in schools and classrooms, whereas female students and younger female teachers use ICT in their ordinary practices quite naturally. With time, the technology has become less technical and its communication and creation affordances have become stronger, easier to use, more popular and motivating, all of which has increased female interest in the technology. There is a generation gap in ICT use and competence between teachers and students. This is apparent especially in the ICT-related pedagogical practices in the majority of schools. The new digital affordances not only replace some previous practices; the new functionalities change many of our existing conceptions, values, attitudes and practices. The very different conceptions that generations have about technology leads, in the worst case, to a digital gap in education; the technology used in school is boring and ineffective compared to the ICT use outside school, and it does not provide the competence needed for using advanced technology in learning. The results indicate that in schools which have special ICT projects (“ICT pilot schools”) for improving pedagogy, these have led to true changes in teaching practices. Many teachers adopted student-centred and collaborative, inquiry-oriented teaching practices as well as practices that supported students' authentic activities, independent work, knowledge building, and students' responsibility. This is, indeed, strongly dependent on the ICT-related pedagogical competence of the teacher. However, the daily practices of some teachers still reflected a rather traditional teacher-centred approach. As a matter of fact, very few teachers ever represented solely, e.g. the knowledge building approach; teachers used various approaches or mixed them, based on the situation, teaching and learning goals, and on their pedagogical and technical competence. In general, changes towards pedagogical improvements even in wellorganised developmental projects are slow. As a result, there are two kinds of ICT stories: successful “ICT pilot schools” with pedagogical innovations related to ICT and with school community level agreement about the visions and aims, and “ordinary schools”, which have no particular interest in or external support for using ICT for improvement, and in which ICT is used in a more routine way, and as a tool for individual teachers, not for the school community.

Bella mia fiamma KV 528

Soitinnus: lauluääni (sopraano), orkesteri.

Mentre ti lascio, o figlia KV 513

Soitinnus: lauluääni (basso), orkesteri.